The purpose of this study was to understand the motivational and demotivational tendencies influencing the teaching profession at an all-boys elementary school in Saudi Arabia. This study took place in a school located within the city of Nadra, in the southern rural area of Saudi Arabia. I used qualitative methodology as the chosen research paradigm, and I employed case study as the research design. There were three modes of data collection: semi-structured individual interviews (x14), focus Show moreThe purpose of this study was to understand the motivational and demotivational tendencies influencing the teaching profession at an all-boys elementary school in Saudi Arabia. This study took place in a school located within the city of Nadra, in the southern rural area of Saudi Arabia. I used qualitative methodology as the chosen research paradigm, and I employed case study as the research design. There were three modes of data collection: semi-structured individual interviews (x14), focus group interviews (x2), and observation (two days in the school). In sum, 13 participants partook in 16 interviews. I observed two different classes for two days. For the data analysis process, I transcribed each interview first into Arabic and then into English. All observational data were written in Arabic, which, I translated into English. Data were organized into themes and subthemes that answered the research questions. With regard to findings, according to the participant, the intrinsic motivation factors of teaching were associated: one’s personal religious belief, the existence of collegial relationships, and personal fulfillment of self and from student achievements. The extrinsic motivation factors among participants were praise and recognition from outside sources, the salary/ awards, and proximity to families. There were many demotivation factors in Hijrah School (all names are pseudonyms) such as pressure from a centralized education system, the need for more resources in the school, the lack of extracurricular activities, travel, and commuting issues, and lack of health insurance. With regard to professional development, the repetitive training programs, the inappropriate timing of programs, and unqualified trainers delivering these programs were strong demotivation factors for Saudi teachers. Self-determination theory was used to analyze the findings, and helped to explain teacher competence, collegial relationships, and autonomy. For example, the teachers felt pressured from the centralized ministry; these pressures took away their autonomy. Show less